Laura Riffel Presentation - APBS

Dealing with Bus Behavio
Laura Riffel, Ph.D.
Director, Behavior Intervention Program

INTRODUCTION
• Adults in the school setting
need to work together
– Includes bus personnel,
teachers and principals
• Students should be taught
– To be safe while riding the
bus
– Appropriate bus behavior
• Positive interactions have
tremendous power
• When misbehavior occurs
intervene
– Calmly
– Consistently
– Immediately

Wish you had one of these……

Other Myths………………….
• Don’t Smile Until Christmas
• Let ‘em know who’s boss
• Kids should just know how to
be good

Hard Facts
• Behavior is learned and serves a
specific purpose.
• Behavior is related to the context in
which it occurs.
• For every year a behavior is in place it
takes at least one month for that
behavior to have a significant change.
2% of the time
• Children comply with the rules 80% of
the time. However they are
complimented for their behavior less
than…..

What is Needed to Address These
Challenges?

What Problems Do You
K
Encounter?
P
T

BEHAVIOR ON THE BUS
SURVEY OF 300 BUS DRIVERS
(Randall Sprick at the University of Oregon)
• Problems in Order of Frequency
– Moving/ out of seat 68%
– Noise/ rowdiness 64%
– Rude/ disrespectful 43%
– Fighting/ hitting 39%

Fulton County Bus Survey Results
From Spring 2003 – Spring 2005
124 Fulton County Bus Drivers were surveyed
RESULTS:
Experience
20 driving for 1 year or less
44 driving for 2 – 5 years
22 driving for 6 – 10 years
28 driving for more than 10 years

Fulton County Bus Survey Results
Frequency of Behavior Problems
48 drivers indicated behavior occurred
2 times or less per week
74 drivers indicated that behaviors
occurred 3 times or more per week

Fulton County Bus Survey Results
Behavior Problems
65 drivers indicated that out of seat behavior was their
number one problem
28 drivers indicated loud talk was their number one
behavior problem

Fulton County Bus Survey Results
Frequency of Problem Behaviors
149 Out of Seat/ Head and arms out
the window
107 Loud talk, cursing, name calling,
talking back, teasing

Fulton County Bus Survey Results
Frequency of Problem Behaviors
63 Fighting, horse playing, pushing, biting
44 Disrespectful
43 Eating, chewing gum, throwing trash on the bus floor

Fulton County Bus Survey Results
Frequency of Problem Behaviors
25 Spitting, throwing things out the window, making hand
motions to the cars behind the bus
11 Issues with parents, being late to the bus stop

Fulton County Bus Survey Results
Infrequent but Serious Behaviors
2 Weapons
2 Smoking/ drinking at the bus stop
2 Undressing/ sexual misconduct

Behavior
• May be the result of problems from home
• Issues with peers at the bus stop
• Demands or problems at school
• Anxiety of the upcoming situation
• Boredom during the bus ride

Behavior
Generally, students use behavior
to meet their needs

Conceptual Principles of SW­PBS.
• Behavior is
learned and
can be
taught.

• Positive Reinforcement:
�Social
attention or
�Access to
materials
�Sensory
Stimulation
�Control
Possible Functions
• Negative Reinforcement:
� Escape from activities or
people
� Sensory/Pain attenuation

BUS POLICIES/PROCEDURES
• Transportation is part of the school day
• Behavioral expectations for the bus are defined as they are for any
other school setting
• Goals are safety first
– Direct relationship between good behavior and bus safety
• Structure is essential
– Load and unload in an orderly fashion
– Avoid congestion
– Active supervision when possible (visual scanning)
– Greet and chat with students

Question for you….
• If a child has a problem with
reading would you:
– spank
– badger
– ridicule
– Use time­out
– yell

POLICIES/ PROCEDURES
• Expected Behavior
– Express in positive and observable terms
– State in language easy for parents to explain to their children
• Consequences for Inappropriate Behavior
– Clear consequences for the rule violations
– Hierarchy of responses to behavior
• Consequences for Appropriate Behavior
– Recognize good behavior
– Procedures for acknowledging expected behavior

Choose 3­5 Behavioral
Expectations for your bus
• These need to be stated positively
• Easy to remember
• Have a symbol to remind them

3­5 BEHAVIORAL EXPECTATIONS

• 3 Rs
� Respect Yourself
� Respect Others
� Respect Property

Bus # 56

School­wide Behavior Expectations
Example:
3 R’s for Centreville Middle
School
Be Respectful.
Be Responsible.
Be Resourceful.

School­wide Behavior Expectations
Nonexample:
Be obedient.
No fighting.
No drugs or weapons on the
property.
Act responsibly.

School­wide Behavior Expectations
PAWS
Be Prompt.
Example:
Accept responsibility.
Work Hard.
Show respect.

School­wide Behavior Expectations
Non­example:
Exhibit respect for yourself and
others.
Accept responsibility.
Give your best effort.
Look, listen, and learn to
Exceed expectations and
Soar to success.

School­wide Behavior Expectations
Example:

1.Pride.
School­wide Behavior Expectations
2.Respect.
Example or
Non­example?
3.Responsibility.
4.Excellence.

School­wide Behavior Expectations
Example:
Fern Ridge Middle School’s
“High Five”
Be respectful.
Be responsible.
Be there and ready.
Keep hands and feet to
yourself.
Follow adult directions the
first time.

School Rules
NO Food
No Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying

Reviewing Strive Strive for for Five Five
McCormick Elem. MD 2003
• Be respectful.
• Be safe.
• Work peacefully.
• Strive for excellence.
• Follow directions.

Show Respect
Engage in Safety
Act Responsibly

Teach what we mean by:
• Being Respectful of Self on the bus
• Being Respectful of Others on the bus
• Being Respectful of Property on the bus.

Example:
Respect Self
Respect Others
Respect Property
Loading and
Unloading
Stay where the bus driver can see you.
Stay on the sidewalk until it is safe to load.
Stay in your seat until the bus comes to a
complete stop.
Stand at arm’s length behind the person in
front of you.
Load the bus by holding on to the handrail so
you don’t trip on others.
Keep bus stop clear of litter.
Keep your belongings near you when waiting
for the bus to load or unload.
When the bus is
moving
Keep body parts inside the bus.
Keep two cheeks on the seat.
Keep feet out of aisle.
Watch for your stop.
Talk softly so others may hear directions
from bus driver.
Keep all belongings tucked in the seat with
you.
Keep all belongings inside your backpack.
Keep feet on floor.
Keep hands in lap.

Examples from Monroe County

Special Education
Be Helpful
Be Kind
Be Safe
Loading and
Unloading
Stay in your seat
Help each other to get on and
off
Make sure bus driver can see
you
Give book bag to aid
Talk in a low voice
Be nice to others
Keep hands and feet to self
Be on time
Be visible
Be on time
Look both ways
Watch the driver
When the bus is
moving
Stay seated
Talk in a low voice
Keep hands to your self
Talk in a low voice
Keep bumper on seat
Keep hands and feet to self
Keep your seat
Use inside voice
Raise hand for help
Keep seat belt fastened
Face forward

Elementary Education/Middle
Be Respectful of Self
Respectful of Others
Respectful Property
Be Safe
Loading and Unloading
Listen to the bus driver and follow directions
Be safe
Share space with others
Be helpful to each other
Be nice and kind to others
Be on time
Clean your feet
Keep hands and feet to yourself and off seats
Keep distance in line
Be visible
Use handrail
Follow directions
Watch driver for hand signals
Look both ways when crossing in front of bus
Load from a single file line
When the bus is moving
Stay seated
Keep body parts in bus
Keep aisle clear
Talk softly so others can hear directions
Keep belongings to self
Keep trash off floor
Keep belongings in backpack
Stay seated
Keep backpack closed
Sit on bottom with back against seat
Keep body parts inside bus
Talk softly to friends in your seat

High School
Manners
Punctuality
Helpful
Safety
Loading and
Unloading
Wait your turn
Be willing to share your seat
Load in an orderly manner
Be at your stop on time
Exit bus safely and promptly
Follow rules the first time
Wake up neighbor if they fell
asleep
Boys help girls up the steps
Help with book bags
Show respect
Pick up trash on way out of bus
Help substitute driver with
proper directions
Keep aisle clear
Go directly to assigned seat and
stay seated
Face forward
When the bus is
moving
Keep aisles clear
Be courteous
Use positive words and actions
Know when to be silent
Watch for your stop
Keeps hands to self
Follow rules the first time
Use inside voice
Use appropriate language
Help other students
Keep aisles clear
Help put windows up
Remain in seat until bus stops
Keep all food and drink in book
bag
Keep all personal items in book
bag
Keep all body parts inside the
bus

Time to Work

RULES FOR THE BUS
�Have a clear understanding of the rules
– Essential for new drivers
�Major rules should be the same from bus to bus
�Clear up the various interpretations of the bus
rules
�Make sure students know the consequences
�Use a hierarchy of consequences consistently
– Examples might include:
• Change of seat
• Last off the bus in the morning or last on the bus in
the afternoon and discuss behavior with the
student in private
• Complete a behavior improvement plan

TEACHING THE RULES
1. State the rules positively
2. Limit the number of rules to less than 5
(2 or 3 are recommended)
3. Do not assume that students know or
understand the rules
4. Teach the rules at the beginning of school
5. Work with teachers and principals to ensure
the rules are taught
6. Students should actively participate
(role play, demonstrate, explain the importance of
the rule, etc.)

TEACH­MODEL­PRACTICE­REWARD

TIME TO WORK

POLICIES/ PROCEDURES
• Managing crisis and serious situations
– Clearly identify the behaviors in this situation
– Identify the recommended response
– Review periodically so you can respond automatically
– Know when you should call for assistance and get the legal
authorities involved
• Monitoring & Record Keeping
– Accurate
• Note any behavior that is of concern
• Document what happened just before the behavior and your
response
– Procedures for reporting
• Parents
• School personnel
• Supervisor

Misconceptions about Discipline
• Discipline is the same as punishment
• Consequences alone are effective
– Results in frustration
– Consequences are not enough for some students
– Need various approaches

From the Student’s Point of
Student’s day:
View
more than the time spent at school
day begins when they get on the bus
day ends when they get off the bus

Preparing Students for the Ride
• Leave time so loading/ unloading can occur without
hurrying
• Give positive feedback to students
• Provide reminders about expected behavior
• Review the rules periodically
• Actively supervise the loading and unloading
• Work with the staff on duty to insure adequate
supervision
• Work with teachers and administrators to solve problems
collaboratively

RAPPORT
Building rapport with students is
one element that will increase a student’s
willingness to follow rules and directives
Avoiding interaction with students can create
management problems

COMMUNICATION
BUILD RAPPORT WITH BRIEF COMMUNICATION
• Verbal and nonverbal interactions
• Allows you to gather information
• Lets the students know that you care
• Initiating the interaction tells the student that you are in
control

• Make eye contact
• Greet student(s)
GREETINGS
• Ask an open ended question
• Greet groups of students if it is too difficult to greet
individuals
• Responses both positive and negative give you
information about the student

One­ Sentence Intervention

If a child is pushing your buttons…
• You are delivering goods.

• Quit
• Stop
• Don’t
• No
If you say:

What is discipline?
From same Latin root as disciple:
discipere
“to teach or comprehend”

Best Information of the Day!!!
• Would you like to
know what to say
when kids try to
push your
buttons?

The answer is “Probably so”
You caught me walking around and told me to have my
bumper meet the seat.
• The statement from me is:
– Other bus drivers don’t make them
– You’re mean
– I’m telling my Dad
– I’m telling my Mom
– I’m telling my Grandma
– I hate this
– This is stupid
– This sucks

Let’s Practice: I’m your kid and you
just told me “throwing airplanes out
the window will get me an office
discipline referral”
• That’s stupid
• You’re mean
• Other kids just get to throw paper
airplanes out of the bus because their bus
drivers are nice
• I hate you
• This sucks
• I’m telling my Mom
• You don’t love me

That was a trick…..
• Would you like
to hear how to
handle them on
that one?

Hold out your finger….. not that one

Let’s practice again. For fun here’s a home example: I
didn’t eat my dinner and you told me not to worry
you’d be fixing me a big breakfast.
• This is mean
• Other parents let their kids have what they
want for dinner
• Susie’s mom fixes two pots of chili; one
with beans and one without
• I hate you
• I’m calling social services

Hold out your finger…..
They open at 9:00 a.m. is that before breakfast or after
breakfast?

5 Important Strategies for
Supporting Appropriate Behavior
1. Be Positive and Professional
� You set the tone
� Get to know the students by name, their likes and
dislikes
� Interact with the students as often as possible
� Positive relationships are essential
� When a student has had a problem, re­establish
rapport as quickly as possible

2. Acknowledge Responsible/ Appropriate Behavior
� Give positive feedback
� Gear positive feedback to the age of the child
� Give feedback to older students privately
� Avoid embarrassing students
� Don’t be put off by a student that does not respond

3. Use Consequences Calmly, Consistently, and
Immediately
� Avoid emotional reactions
� Consistency reduces the need for students to test
the limit
� Solving small problems initially stops them from
becoming bigger problems

4. Provide Continual Supervision
� Give feedback to students regarding their positive
behavior
� Use visual scanning
� As safety permits, scan as students get on or off the
bus
� Observe students getting on and off the bus

5. Anticipate: THINK AHEAD
� Use past experience to anticipate trouble
� Keep in mind potential problem areas/ times
� Students at a particular stop
� Day before or on specific holidays such as Halloween,
Valentine’s Day, etc.
� Last day of school

POSITIVE FEEDBACK
• Positive feedback reinforces appropriate behavior
• Too much negative feedback (correction, criticism, etc.) creates discord
– Resentment
– Anger
– Feeling of failure
• Correction is appropriate and should be balanced with positive feedback
– Most effective when positive feedback is heavily weighted
– Ratio from 3 positive comments to 1 negative comment (minimum)
– Directives are considered neutral

Giving Positive Feedback
• Focus on the student’s strengths
• Avoid general praise
• Be specific
(such as “great job”)
• Use positive feedback to reinforce expected behavior
– For example:
Jason, I noticed that you talked quietly to Joe today. Thanks!

Positive Feedback Ratio
4 : 1
Minimum ratio of positive feedback statements to negative
statements or corrections
Directives are neutral

Background Information
• Seven Middle Schools began SW­
PBS at the same time in August of
2003.
• However, they did not begin their
“gotcha” programs at the same time.
• Data indicate that instituting a
“gotcha” program had significant
results on decreasing office
discipline referrals.

450
400
350
300
250
200
150
100
50
0
38%
increase
August 02­03
August 03­04
School A
11%
decrease
September 02­03
September 03­04
68%
decrease Yellow
indicates
when
“gotchas”
began for
each school.
October 02­03
October 03­04

450
400
350
300
250
200
150
100
50
0
42%
decrease
August 2002­2003
August 2003­2004
School B
6%
decrease
September 2002­2003
September 2003­2004
October 2002­2003
43%
decrease
October 2003­2004

This school did
not begin
“gotchas” until
after
December.
450
400
350
300
250
39%
decrease
200
150
100
50
0
August 2002­2003
August 2003­2004
School C
6%
increase
September 2002­2003
September 2003­2004
27%
increase
October 2002­2003
October 2003­2004

450
400
350
300
250
200
150
100
22%
decrease
50
0
August 2002­2003
August 2003­2004
School D
41%
decrease
September 2002­2003
September 2003­2004
October 2002­2003
30%
decrease
October 2003­2004

450
400
350
300
250
200
31%
decrease
150
100
50
0
August 2002­2003
August 2003­2004
School E
40%
decrease
September 2002­2003
September 2003­2004
16%
decrease
October 2002­2003
October 2003­2004

450
400
350
300
250
200
150
100
50
0
27%
increase
August 2002­2003
August 2003­2004
School F
45%
increase
September 2002­2003
September 2003­2004
October 2002­2003
3%
decrease
October 2003­2004

450
400
350
300
76%
decrease
250
200
150
100
50
0
August 2002­2003
August 2003­2004
School G
4%
increase
September 2002­2003
September 2003­2004
October 2002­2003
34%
decrease
October 2003­2004

Discussion
• While some schools did enjoy a
decrease when they did not have
“gotchas” in place it did not maintain
after the “honeymoon” period.
• No school that instituted “gotchas” had
an increase in Office Discipline
Referrals once their “gotchas” were in
place.

TIME TO WORK

Giving Directives
1. Give a polite directive
Use the student’s name if possible
For ex., Anton, please lower your voice.
2. State the expectation positively
For ex., Anton, you are expected to talk quietly.
3. Repeat the expectation
Use a calm voice
Do not react emotionally

Directives
4. State a reasonable consequence
For ex., Anton, if you cannot lower your voice, then you
will have an assigned seat.
Presenting as a choice might be helpful.
For ex., Anton, if you cannot lower your voice, then you
will have an assigned seat or you can lower your
voice and continue to sit next to your friends.

Now that you have your expectations­ How will
you get their attention?
• I will be happy (key word) to
take you (has to be somewhere
they want to go) when you (do
the chore I need done).
• Example: I will be happy to take
you to recess when the room is
respectfully quiet.

Investigating a problem
• Why should I investigate?
– Student may need to tell you something
– Helps you gather more information
– May allow you to intervene effectively before a crises erupts
• When should I investigate?
– When red flags are observed
– When you see unusual behavior that needs explanations

Steps for Investigating a
Problem
1. Identify the observed behavior
• Describe what you saw
• “I noticed that (Observed Behavior).”
2. Ask open ended questions
• “What is the problem or difficulty?”
• Who, what , when, where, how much, or how often
• Be direct and brief
• Not judgmental

3. Listen and observe
� Attentive silence
� Look for
� Body language
� Behavior
� Feelings
4. Empathy statements
5. If needed, give a short response
Be careful
� Not to over extend yourself or commit yourself
Consider
� Reminding students of the rules and expected behavior
� Directing students to other adults
� Directing students to think about possible solutions and
discuss with other adults/ appropriate peers

Remember to
When Intervening
• Treat all students politely
• Be fair
• Communicate (words…not emotions)
• Use incentives
• Use the student’s name
• Give directives
– Choices­ only if real ones are available

Dealing with Groups
• As a group
– Individual students may give up their personal autonomy
– Students may reflect the collective personality of the group
– May be ineffective to rely on your relationship with an individual to try
and direct or manage the group
– May be more effective to talk with the group “leader”
– If possible, isolate the student that is the source of the problem, before
confronting them
(reduces peer pressure and will more likely resolve the problem)

SOLVING PERSISTENT
PROBLEMS
• Gather information
• Establish a quick and timely response
– Involve others early in the process
• Problem behaviors should not be the occasion to blame
• Intervene early with low level problems
– Types of problems
• Noise, arguing, delay in getting to seat
– Tips for managing problems
• Increase positives, increase supervision/ structure

Solving Chronic Problems
• Work with others to develop a plan
– Multi­dimensional plans
– Conference planning form
– Parent and student input
• Examine procedures
Address other contributing factors if possible such as
– Seating, peers, age groupings
– Other contributing factors might be overcrowding,
route too long, etc.
• View students as “needy” or “troubled”
• Use a problem solving strategy

If Problems Continue
• Is the plan being implemented?
• Is everyone consistent with the plan?
• Increase positives as a first response
• Try to determine the cause of the problem
• Remember­ students with problem behavior need more
help, not more punishment

WRAP UP
• How will you post your 3­5 behavioral expectations?
– Poster
– Coloring book
– Notes home
• How will you teach your 3­5 behavioral expectations?
– Video
– Songs
– Taking bus to school and role playing
• How will you do your gotcha’s?
– Principal and teacher buy in?

Sources of information
Alderman, Terry, c. 1997. Discipline on the Bus: A Driving Concern,
Resources for Professionals. (video and workbook)
McAllister, Bob, c.1995. Strategies: Dealing with Young Riders,
Strategies Training Systems.
(videos and training manual)
Sprick, Randall & Colvin, Geoff. c. 1992. Bus Discipline: A Positive
Approach, Teaching Strategies, Inc. (videos and training manual also sold by
Sopris West Educational Services)

www.pbsga.org
www.pbis.org
www.behaviordoctor.org
www.loveandlogic.com
Websites

Laura Riffel
riffy@charter.net
E­mail